(2005); The white man's burden - why the west's efforts to aid the rest have done so much ill and so little good (2006) by William Easterly; The trouble with Aid - Why less could mean more for Africa (2008) by Jonathan Glennie’s and Dambisa Moyo’ s dead aid - why aid is not working and how there is another way for Africa (2008). Borrowing Mark Mason’s (2017) analytical approach to development partnership in education, I will say international funding has been partially successful both in Bangladesh and Pakistan. With the failure or inexistence of homegrown models and pre- requisites for EFA introduction or at times imposition of “established best practice” have been accomplishing a limited success. While going through a foreign assisted venture for education, one must be mindful that DP implies collected ownership, shared objectives and policy decisions, mutual trust, information sharing,
-46- “ Frequent dialogue between ends and means and about the meaning of partnership may also help improving the situation. Development partnership cannot be assessed without the assessing the socio-economic inequities, problems and preconditions ” collective monitoring and evaluation, improved research capacity and mutually agreed implementation along with assuming responsibilities for the outcomes which is less so in case of education partnership in the said countries. Frequent dialogue between ends and means and about the meaning of partnership may also help improving the situation. Development partnership cannot be assessed without the assessing the socio- economic inequities, problems and preconditions lvi . International assistance can only build upon human capital. Poor institutional capacity fails building upon and improving or delivering in whatever sector being funded. Managing personnel and managing assistance supplied equipment and even trained manpower and streamlining desires improved administrative as well as governance systems along with efficient management skills. As the development problems is usually formulated and treated as a technical problem rather than an institutional or a social problem, where the partner country’s social context becomes irrelevant. In case of Pakistan, the projects are orchestrated upon inc omplete understanding of Pakistan’s social, cultural and political context lvii . According to Arif Hassan, a leading development expert “donors manage to impose their own cultures on government agencies”…The officials in the government management structure are non-technical people, so they sign on to whatever the technical experts place before them...” In a country like Pakistan, the decision
-47- “ The programme developers and policy makers, local as well as international, usually remain focused on delivering activities that are going to be funded to help disburse funding smoothly and according to their own contractual agreements, workplans and deadline s” making officials are unusually political appointees knowing their ‘shelf - life’ is extremely limited. Donor -
You've reached the end of your free preview.
Want to read all 64 pages?
- Summer '20
- Dr joseph
- Secondary education, Secondary school, Millennium Development Goals, History of education